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Related Concept Videos

Hearing01:31

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When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
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Related Experiment Video

Updated: Jul 3, 2026

Exploring the Use of Isolated Expressions and Film Clips to Evaluate Emotion Recognition by People with Traumatic Brain Injury
05:51

Exploring the Use of Isolated Expressions and Film Clips to Evaluate Emotion Recognition by People with Traumatic Brain Injury

Published on: May 15, 2016

Hearing Distressing Voices Simulation: Students' Perspectives.

Hyun Jung Kim1, Danuta M Wojnar1

  • 1a College of Nursing, Seattle University , Seattle , Washington , USA.

Issues in Mental Health Nursing
|November 10, 2018
PubMed
Summary
This summary is machine-generated.

Nursing students

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Area of Science:

  • Mental Health Nursing
  • Qualitative Research
  • Simulation in Education

Background:

  • Understanding the lived experience of individuals hearing distressing voices is crucial for effective mental health care.
  • Traditional training methods may not fully convey the subjective reality of auditory hallucinations.
  • Simulation offers a novel approach to experiential learning in nursing education.

Purpose of the Study:

  • To describe nursing students' subjective experiences during a voice-hearing simulation.
  • To analyze the thematic content of student reflections on simulated distressing voice experiences.
  • To evaluate the utility of simulation in preparing nursing students for clinical practice.

Main Methods:

  • Qualitative content analysis of 365 student essays (237 undergraduate, 128 graduate).
  • Utilized a six-step thematic analysis to identify emergent themes.
  • Data derived from short self-reflection papers following a voice-hearing simulation.

Main Results:

  • Six key themes emerged: cognitive/perceptual challenges, unpleasant emotions, functional changes, somatic experiences, coping attempts, and lingering impact.
  • Student simulations closely mirrored reported experiences of actual voice-hearers.
  • Simulation effectively elicited realistic emotional and cognitive responses.

Conclusions:

  • Voice-hearing simulation provides a valuable pedagogical tool for nursing education.
  • This simulation enhances empathy and understanding of individuals with psychosis.
  • Simulation prepares nursing students for clinical encounters with voice-hearers by fostering experiential insight.